Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Date 11/3/2013 Anna Claire Lambers Subject/ Topic/ Theme Social Studies-Geo raph!-Absolute Location Grade """#th"""

I. Objectives How does t is lesson connect to t e unit !lan"

This is the second lesson o$ $our% The pre&ious da! !ou tau ht on relati&e location and the da! a$ter !ou 'ill teach the natural characteristics o$ (ichi an

Learners will be able to#

De$ine latitude and lon itude- prime meridian- and e.uator- northern hemisphere *se latitude and lon itude lines on a map to $ind locations 0no' 'hat G/S stands $or and 'hat a G/S does 1or2 'ith a partner comparin ans'ers to Lat% and Lon % locations $rs. Andresen%s I Can &tatements 3 can use 'hat 3 2no' about rids and ordered pairs and appl! it to $indin latitude and lon itude coordinates% 3 can de$ine absolute location% 3 2no' 'hat a G/S does%

co niti&e) * Ap An + C,

ph!sical de&elopment

socioemotional

) A/ ) ,

Common Core standards 'or (LCEs if not available in Common Core) addressed# * + (,.-.. Identif/ and describe t e c aracteristics and !ur!oses 'e.g.0 measure distance0 determine relative location0 classif/ a region) of a variet/ of geogra! ic tools and tec nologies 'e.g.0 globe0 ma!0 satellite image). * + (,.-.* 1se geogra! ic tools and tec nologie
45ote# 1rite as man! as needed% 3ndicate ta6onom! le&els and connections to applicable national or state standards% 3$ an objecti&e applies to particular learners 'rite the name4s7 o$ the learner4s7 to 'hom it applies%7 ,remember- understand- appl!- anal!8e- e&aluate- create

II. 2efore /ou start Identif/ !rere3uisite 4nowledge and s4ills.

Students need to be able to listen $or $i$teen minutes- to read numbers and 'ords- and to 'rite
Pre-assessment (for learning): As2 students ho' sailors na&i ated the seas% 4/reassessed students understandin o$ latitude- lon itude- and G/Ss t'o 'ee2s a o%

Outline assessment activities 4applicable to this lesson7

Formative (for learning):

Students 'or2 on their lat and lon maps and compare 'ith nei hbors% 1al2 around and obser&e ho' students are mar2in locations and 'or2in 'ell in roups%
Formative (as learning):

Students 'or2 on their lat and lon maps and 'rite in numbers Summative (of learning79 Students $ind lat and lon itude o$ di$$erent locations on rid% 5 at barriers mig t t is lesson !resent" 5 at will it ta4e + neurodevelo!mentall/0 e6!erientiall/0 emotionall/0 etc.0 for /our students to do t is lesson"
Provide $ulti!le $eans of 7e!resentation /ro&ide options $or perceptionmaking information perceptible Students 'rite in$ormation- listen to in$ormation- read in$ormation% Provide $ulti!le $eans of Action and E6!ression /ro&ide options $or ph!sical actionincrease options for interaction NA Provide $ulti!le $eans of Engagement /ro&ide options $or recruitin interest- choice, relevance, value, authenticity, minimi e threats Tell students stor! to catch their attention%

/ro&ide options $or lan ua emathematical e6pressions- and s!mbols- clarify ! connect language

/ro&ide options $or e6pression and communication- increase me"ium of e#pression

Students 'or2 a lot 'ith rids and numbers toda! 'ith latitude and lon itude%

Students can $lush out understandin in roup 'or2 'ith maps%

/ro&ide options $or sustainin e$$ort and persistence- optimi e challenge, collaboration, masteryoriente" fee"back

Students encoura ed to et throu h as man! locations as possible on their lat% lon % maps%

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/ro&ide options $or comprehensionactivate, apply ! highlight

Students as2ed to remember important in$ormation $rom the pre&ious da!%

/ro&ide options $or e6ecuti&e $unctions- coor"inate short ! long term goals, monitor progress, an" mo"ify strategies

/ro&ide options $or sel$-re ulatione#pectations, personal skills an" strategies, self-assessment ! reflection

$aterials8w at materials 'boo4s0 andouts0 etc) do /ou need for t is lesson and are t e/ read/ to use"

Students can loo2 at ho' $ar the! ha&e otten on their lat and lon coordinate ame to see ho' 'ell the! understand% Latitude lon itude maps 'ith coordinates (ap 'ith lat and lon rid $rom !esterda!% /encils G/S that 3 borro'ed $rom the Cal&in Geolo ! department +L(;

Students 'or2 'ith their $riends to chec2 their 'or2 and understandin %

Students need to be near one another% How will /our classroom be set u! for t is lesson" III. 9 e Plan 9ime Com!onents $otivation 4openin / introduction/ en a ement7 :escribe teacher activities A;: student activities for eac com!onent of t e lesson. Include im!ortant ig er order t in4ing 3uestions and<or !rom!ts. <Toda! 'e are oin to start o$$ 'ith a little stor!%= >or !ears- sailors used relati&e location to cross the seas% The! used compasses and maps% The! loo2ed at the lands around them and noted the chan in landscapes to tell 'here the! 'ere oin % The! e&en loo2ed at the stars to see their position% ?ut still sailors could et lost at sea% @o' do !ou thin2

,= min.

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the! ot lost at seaA <The! 2ept ettin lost because the! 'ere usin relati&e location% )elati&e location canBt tell !ou e6actl! 'here somethin isCit onl! tells !ou 'here somethin is near% 3t is not terribl! precise% So i$ a sailor ot cau ht in a storm that too2 them a'a! $rom land the! 'ere lost and had to uess 'here the! 'ere%= <?ac2 in the ei hteenth centur! in +n land- se&eral ships 'ere lost at sea and ne&er returned% The! hadnBt correctl! $ound their relati&e location and crashed into some roc2s and most o$ their sailors 'ere stranded out in the middle o$ the ocean% The +n lish o&ernment decided that the! couldnBt let this happen an!more so the! be an to loo2 $or an ans'er% The! o$$ered a pri8e to an!one 'ho could $ind a 'a! to locate the e6act location o$ a ship at sea% A +n lish man named Dohn @arrison came up 'ith a tool called a chronometer and 'on the pri8e% The tool could tell !ou the e6act location !ou 'ere b! comparin time di$$erences% Since then people ha&e been de&elopin more and more precise instruments to tell us our e6act position%= <1hen 'e tal2ed about an object bein near to somethin else 'e called that relati&e location- but it 'asnBt &er! precise% 1hen 'e tal2 about e6actl!precisel! 'here an object is- 'e call that Absolute location because 'e 2no' absolutel! 'here that location is%= 4Ta2e out $lip boo2 and $ill it in7 <So 'hen 'e tal2 about an object bein near somethin 'e call that """"""""""" and 'hen 'e tal2 about an objects e6act location 'e are i&in its """""""""""""""" location%= :evelo!ment 4the lar est component or main bod! o$ the lesson7

Students uess% Students listen%E

Students $ill in blan2%

,min

<Festerda! 'e tal2ed about some ima inar! lines that eo raphers used to describe 'here a place is% Do !ou remember 'hat those lines 'ere calledA <Do !ou remember 'hat 'e call that 2ind o$ locationA= Toda! 'e are oin to tal2 about some more ima inar! lines that Geo raphers ha&e made up% Loo2 at this map- do !ou see other lines 'e ha&enBt tal2ed about !etA

Students ans'er political boundaries% Students ans'er relati&e location%

Students notice rid%

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<1e call these lines latitude and lon itude lines% Latitude lines run hori8ontall! and lon itude lines run &erticall!% Latitude and Lon itude lines 'ere de&eloped so that 'e could 2no' e6actl! 'here 'e are%= +6plain 'hich lines are latitude and lon itude lines- prime meridian- and e.uator% As2 them i$ the! ha&e an! uess 'h! the prime meridian runs throu h London- +n land% Go throu h numberin 'ith them and ha&e them label their o'n maps $rom !esterda!% +6plain that !ou can use latitude and lon itude lines just li2e !ou use an 6- ! a6is% ?rie$l! sho' G/S and ho' it uses latitude and lon itude lines to tell us e6actl! 'here 'e are% ,= min. Closure 4conclusionculmination'rap-up7 Students uess% Students $ollo' alon and 'rite lat% and lon % Lines and mar2 the e.uator- the prime meridian

Students be in map projects >or our $inal acti&it! toda!- !ou 'ill be 'or2in 'ith a partner to complete this latitude and lon itude acti&it!% Fou ha&e a map o$ the *nited States% ;n the side are di$$erent coordinates !ou 'ill $ind to plot the places on the map% (a2e sure that !ou $ollo' the cur&in line 'hen !ou loo2 $or latitude and lon itude% Fou 'ill be 'or2in 'ith a partner each on !our o'n map%= /lot the $irst coordinate on the map up on the +L(;% A$ter all 2ids $inish- et paper collector to ather papers%

>our reflection about t e lesson0 including evidence's) of student learning and engagement0 as well as ideas for im!rovement for ne6t time. 41rite this a$ter teachin the lesson- i$ !ou had a chance to teach it% 3$ !ou did not teach this lesson- $ocus on the process o$ preparin the lesson%7 ,,<,?<@-,. I loo4ed at m/ lesson t e nig t before and reevaluated w et er t e lesson would ta4e t e class too long. After t e first lesson on 7elative Location0 I 4new ow difficult it was for m/ students to focus. I judged t at it was s ort enoug to fit into one da/. However0 I was onl/ able to get t roug two8t irds of m/ lesson toda/. All m/ students were bac4 in t e classroom and t e students were e6tremel/ tal4ative and disobedient. I ad to !ause over ten times waiting for m/ students to become silent even t oug I was anding out Aste!sB for tal4ing. One student was so disobedient t at $rs. Andresen sent im to t e office for t e second time t at da/. & e ad to leave for about fifteen minutes during m/ lesson so t at s e could disci!line a c ild. One student blindfolded t emselves wit a scarf and refused to ta4e it off and was wandering around t e classroom. &o0 dealing wit t at misbe avior also !revented me from getting t roug m/ lesson. 9 e left side of t e classroom was muc more engaged in t e lesson t an t e rig t side since t e rig t side included m/ E&L and students t at I was constantl/ telling to sit down because t e/ 4e!t coming u! to t e front of t e room. I began t e lesson wit briefl/ as4ing t e students ow t e/ oug t to act during t e lesson. I decided t at I s ould review at t e beginning w at we ave learned so far about location since I adn%t seen t e students for t ree da/s. &o0 I began b/ as4ing about relative location. Cuic4l/0 one student remembered t e activit/ t at we did and described t e activit/ and anot er student was able to give me t e definition I was loo4ing for Adescribing a !lace b/ w at it is near.B I gave t em a clue li4e we ad used on Frida/ during t e second alf of t e 7elative Location lesson and as4ed m/ students to raise t eir and if t e/ could figure out w at I was tal4ing about. 9 e/ 3uic4l/ discovered w at I was tal4ing about. 9 e students were engaged in t e stor/ about t e Englis s i!s. 9 e/ all ad good ideas about w / using relative location could fail /ou. 9 en I moved on to relating latitude and longitude lines. I as4ed t em if t e/ remembered t e lines we learned about last wee4. $an/ students raised t eir ands. 9 e student I called on ad !ulled out er ma! resource from last wee4 and used er notes to e6!lain w at boundar/ lines were. 9 oug $rs. Andresen as alread/ taug t about coordinate s/stems0 t e/ didn%t seem to recall ver/ well ow to use t em so we ad to review t at a little. Also w en I wal4ed around wit t e globe and s owed t em latitude and longitude lines. $an/ of m/ students were distracted b/ t e ma! itself. 5 enever I get out a ma!0 students jum! out of t eir seats and start loo4ing at t e ma! sa/ing0 A5 ere%s Liberia" 5 ere%s Damaica" 1-1:-13

5 ere%s Africa"B 9 e/ all want to s are about t eir connection wit anot er countr/. 9 is is great0 but is not a!!ro!riate to do during t e lesson. I t in4 it would be great if t ere was a large ma! on a wall in t e room w ic ad students% countries of origin mar4ed on t em. $/ students were also e6cited b/ t e (P&. 9 e/ would come u! and as4 me about it0 t oug we adn%t gotten to it /et in t e lesson. 9 e/ are so e6cited b/ t ese tools w ic is great0 but t e/ are also ver/ distracted b/ t em. I decided t at since t e students were ants/ we would ! /sicall/ s ow latitude longitude lines. I ad students stand u! and raise t eir ands ig for longitude and wide for latitude. &tudents li4ed t is and even t e rig t side of t e classroom was totall/ engaged. 9 en I tested if t e/ could differentiate between t em b/ mi6ing t em u! and t e/ seemed to understand t em !rett/ well. I%ll review t is again tomorrow. 5e learned t e words !rime meridian and e3uator 'man/ of t em alread/ 4new t is word.) I%ll review t ese again tomorrow. ,,<@-<@-,. 9 is second alf of t e lesson ran a bit smoot er. 5e began wit review. 9 e review went well and was encouraging since t e ne6t da/ we are going to begin a new to!ic;atural C aracteristics. I ad man/ students raise t eir ands. 9o be !erfectl/ fran40 I must admit t at t e rig t side of t e classroom was out of t e classroom again. Of t e students t at remained man/ could define relative location0 give e6am!les0 do t e latitude8longitude dance0 define e3uator0 etc. 9 e term Prime $eridian was still a bit be/ond t em t oug E t e/ 4new w ic line it was and t at it ran t roug England but couldn%t seem to remember w at it was called. I ad students re!eat t e word wit me several times over and over. 9 e/ 4new t at boundar/ lines se!arate countries and most of t em 4new t at latitude8longitude lines were imaginar/. After t is review0 we began t e latitude8longitude activit/. I e6!lained t e activit/. I wis I ad remembered to !oint out to t e students t at t e lines curve since t e/ are on a globe so t e/ will need to be careful to follow t e curving line. I corrected t is w en I wal4ed around and t ese students ada!ted0 but a mentor from C urc of t e &ervant wor4ing outside wit a student didn%t realiFe t at t e lines curve. & e told me afterwards0 A&ome of t ose coordinates were weird.B I was sur!rised because I ad tested all of t em out. & e was rig t in t at if /ou don%t follow t e curved line0 /our 5as ington0 :C will be in Penns/lvania. I was sort of irritated t at s e adn%t intuited t at0 but if I ever do t is lesson again I will now definitel/ e6!lain to students about following t e curve of t e line. &tudents were e6cited about t e interesting locations t at t e/ got to find. I !ut t em in small grou!ings 'mostl/ !airs) and t e/ got to wor4.9 oug toda/ definitel/ ran smoot er0 I still ad to and out several ste!s for re!eatedl/ not raising ands or for c atting wit t eir neig bor w en I was tal4ing. I ad two !articular !roblems wit two girls w o were !la/ing in t eir des4s. I t in4 t e/ were grating cra/ons. I ad to tell t em several times to !ut t ings awa/ and to sto! c atting wit eac ot er0 so t e/ received ste!s. 9 is occurred !redominantl/ t roug out t e review. :uring t e activit/ t e/ were !rett/ engaged. I wal4ed around and observed students correcting some of t eir calculations. 1nsur!risingl/0 t e girls w o were not !a/ing attention during t e review ad more difficult/ t an t e ot ers. &tudents didn%t get t roug as man/ as I would ave li4ed and0 if I ad been $rs. Andresen0 I would ave assigned t e rest for omewor4. I t in4 t at allowing students to begin omewor4 in class often encourages t em to ta4e res!onsibilit/ for t eir time. 5e did t is w en I was in grammar sc ool0 and sometimes I would finis m/ omewor4 before I got ome. However0 ma/be it wouldn%t wor4 in t is classroom. $rs. Andresen onl/ receives about G=H of t e omewor4 from 4ids and s e often reall/ as to wor4 to trac4 it down. It still ta4es students a long time to get read/ to begin. 5aiting for students to get out w at t e/ need and reviewing ow we need to be ave carves out a significant !ortion of time. I ave begun to ave students race to see w ic row can get t eir !encils out first. 9 is com!etition seems to get t e students to move a bit 3uic4er. One t ing I started toda/ w ic I t in4 I will continue is t at w en a student couldn%t give me t e answer I was loo4ing for0 I would as4 t em if t e/ wanted to ! one a friend. 9 e/ could call on one of t eir friends to answer. I ad a teac er once t at did t is0 and I t in4 t at it adds some sort of dignit/ to not 4nowing t e rig t answer. $rs. Andresen seemed to li4e it and used it t e ne6t da/. 9 is made me smile because it seems t at teac ers rub off on one anot er. 9eac er constantl/ e6!eriment tr/ing new tec ni3ues to !romote learning in t e classroom.

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